View in EDS

Effects of Generative AI Feedback and Interactive Video Assessment on Student Learning Achievement in Philological Content Creation Courses

Saved in:
Bibliographic Details
Title: Effects of Generative AI Feedback and Interactive Video Assessment on Student Learning Achievement in Philological Content Creation Courses
Language: English
Authors: Nikolaos Pellas (ORCID 0000-0002-3071-6275)
Source: Journal of Educational Computing Research. 2026 64(1):16-58.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 43
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Artificial Intelligence, Technology Uses in Education, Feedback (Response), Computer Mediated Communication, Video Technology, Academic Achievement, Skill Development, Interactive Video, Instructional Design, Mastery Learning, Effect Size, Self Efficacy, Linguistics, Reading Comprehension
DOI: 10.1177/07356331251372800
ISSN: 0735-6331
1541-4140
Abstract: Despite the increasing integration of generative Artificial Intelligence (GenAI) in education, a significant research gap exists in its comparative effectiveness against traditional instructor-led guidance in specialized humanities like philology. This quasi-experimental study compares an experimental group (EG, n = 26), using GenAI chatbots for conceptual understanding and GenAI platforms to create interactive materials from classical texts, with a control group (CG, n = 26) receiving standard instruction. This study investigates the impact of GenAI-assisted instructional design on students' learning achievements and empowerment in using GenAI within real-world contexts. It specifically examines if there is a statistically significant difference (a) in philological content mastery--defined as understanding classical or modern texts/themes--and (b) in perceived empowerment in using GenAI (self-efficacy, impact, and meaningfulness). The findings indicate that the EG significantly outperformed the CG in mastering philological content, with a notably higher adjusted post-test mean score and a large effect size. The same group also reported substantially greater perceived empowerment in using GenAI within real-world contexts, demonstrating strong increases in self-efficacy, impact, and meaningfulness compared to their counterparts in the CG. Implications suggest integrating GenAI into philology curricula foster engagement, autonomy, and confidence in creative tasks, provided educators mitigate risks to analytical rigor through intentional design.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1490785
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1490785
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Effects of Generative AI Feedback and Interactive Video Assessment on Student Learning Achievement in Philological Content Creation Courses
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Nikolaos+Pellas%22">Nikolaos Pellas</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3071-6275">0000-0002-3071-6275</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Educational+Computing+Research%22"><i>Journal of Educational Computing Research</i></searchLink>. 2026 64(1):16-58.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 43
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Mediated+Communication%22">Computer Mediated Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Video+Technology%22">Video Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Interactive+Video%22">Interactive Video</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Design%22">Instructional Design</searchLink><br /><searchLink fieldCode="DE" term="%22Mastery+Learning%22">Mastery Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Effect+Size%22">Effect Size</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistics%22">Linguistics</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/07356331251372800
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0735-6331<br />1541-4140
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Despite the increasing integration of generative Artificial Intelligence (GenAI) in education, a significant research gap exists in its comparative effectiveness against traditional instructor-led guidance in specialized humanities like philology. This quasi-experimental study compares an experimental group (EG, n = 26), using GenAI chatbots for conceptual understanding and GenAI platforms to create interactive materials from classical texts, with a control group (CG, n = 26) receiving standard instruction. This study investigates the impact of GenAI-assisted instructional design on students' learning achievements and empowerment in using GenAI within real-world contexts. It specifically examines if there is a statistically significant difference (a) in philological content mastery--defined as understanding classical or modern texts/themes--and (b) in perceived empowerment in using GenAI (self-efficacy, impact, and meaningfulness). The findings indicate that the EG significantly outperformed the CG in mastering philological content, with a notably higher adjusted post-test mean score and a large effect size. The same group also reported substantially greater perceived empowerment in using GenAI within real-world contexts, demonstrating strong increases in self-efficacy, impact, and meaningfulness compared to their counterparts in the CG. Implications suggest integrating GenAI into philology curricula foster engagement, autonomy, and confidence in creative tasks, provided educators mitigate risks to analytical rigor through intentional design.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1490785
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1490785
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/07356331251372800
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 43
        StartPage: 16
    Subjects:
      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Computer Mediated Communication
        Type: general
      – SubjectFull: Video Technology
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Skill Development
        Type: general
      – SubjectFull: Interactive Video
        Type: general
      – SubjectFull: Instructional Design
        Type: general
      – SubjectFull: Mastery Learning
        Type: general
      – SubjectFull: Effect Size
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Linguistics
        Type: general
      – SubjectFull: Reading Comprehension
        Type: general
    Titles:
      – TitleFull: Effects of Generative AI Feedback and Interactive Video Assessment on Student Learning Achievement in Philological Content Creation Courses
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Nikolaos Pellas
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 0735-6331
            – Type: issn-electronic
              Value: 1541-4140
          Numbering:
            – Type: volume
              Value: 64
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Journal of Educational Computing Research
              Type: main
ResultId 1